Dyscalculia brochure

Stavros Niarchos Foundation Learning Center

Tips for teachers

Stavros Niarchos Foundation Learning Center

Allow extra time for students to complete the problems

Program Director:

Make sure that the student comprehends the problem

E-mail: perakisc@acs.gr

Christiana Perakis Evloyia

Find your student’s learning style Encourage visualization of quantities involved

Dyscalculia Address: 129 Aghias Paraskevis & Kazantzaki St., 152 34 Halandri, Athens Tel: 210 6393200 ext 237, 265 Fax: 210 6390051

Positive reinforcement of non– standard methods Provide more than one solutions Allow tons of scratch paper during exams Show no pity just support

THE OPTIMAL MATCH PROGRAM Pocket Guide

DEFINITION Dyscalculia is the difficulty in learning or comprehending mathematics.

The term is often used to refer specifically to the Deficit in inability to perform “number arithmetic sense” operations, but is defined as a more fundamental ability to conceptualize numbers as abstracts concepts of comparative quantities.

Dyscalculia occurs in people across the whole IQ range, and sufferers often, but not always, also have difficulties with time, measurement, and spatial reasoning.

Dyscalculia can be detected at a young age and measures can be taken to ease the problems faced by younger students. The main problem is understanding the way mathematics is taught to children.

Potential Symptoms •

Confusing the signs +,-,*,and ÷

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Inability to say which of two numbers is the larger

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“Counting-on” strategies by using fingers rather than more efficient arithmetic strategies

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Difficulty in checking change and reading analog clocks

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Inability to comprehend financial planning or budgeting

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Difficulty in time-tables,mental arithmetic,e.t.c.

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Difficulty in conceptualizing time and judging the passing of time

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Problems differentiating between left and right

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Poor sense of direction

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Difficulty in navigating or in mentally “turning” the map to face the correct direction

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Inability to grasp and remember mathematical concepts, rules, formulas and sequences

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Difficulty in mentally estimating the measurement of an object or distant

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Difficulty in keeping score during games

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Difficulty with games such as poker with more flexible rules for scoring

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Difficulty in activities requiring sequencial processing, from the physical to the abstract

Does fairly well in subjects, such as geometry which require logic rather than formulas